NURS 3330-110, CRN 60314, Care of the Older Adult ......NURS 3330 – Summer 2019 1 NURS 3330-110,...

NURS 3330 – Summer 2019

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NURS 3330-110, CRN 60314, Care of the Older Adult Summer 2019 Texas A&M University-Central Texas COURSE DATES, MODALITY AND LOCATION June 3 through July 26, 2019, online. Mode of Instruction and course access: This course is 100% online taught through the A&M-Central Texas Canvas Learning Management System (https://tamuct.instructure.com ). You will use the Canvas username and password communicated to you separately to logon to this system. Faculty serve as a resource person to guide the student in the learning process. Other teaching strategies include online assignments, online discussion boards, and scholarly papers. The instructor guides the online student’s learning and serves as a resource person in the learning process. You will also use Shadow Health Virtual Patient program (https://app.shadowhealth.com/) the

course pin for this semester is:

June2019-4587-8627-0891-5244 INSTRUCTOR AND CONTACT INFORMATION Instructor: Nina Jackson, MSN, RN Office: Online Phone: 210-843-6338 (voice/text) Email: Canvas message or email: [email protected] and [email protected] Office Hours: Weekdays: 19:00 – 21:00 phone meeting or virtual meeting Student-instructor interaction: Emails and messages within Canvas; students may expect a response within 24 to 48 hours Monday-Thursday. Students are expected to check emails a minimum of twice weekly for announcements, assignment updates, or any other messages corresponding to the course. You may also update Canvas settings to send announcements and emails to your personal or TAMUCT email account. See the Canvas Guides for instructions. Office hours may also include synchronous online student’s learning and serving as a resource person to guide the student in the learning process. Warrior Shield: Emergency Warning System for Texas A&M University – Central Texas

Warrior Shield is an emergency notification service that gives Texas A&M University-Central

Texas the ability to communicate health and safety emergency information quickly via email,

text message, and social media. All students are automatically enrolled in Warrior Shield

through their myCT email account.

https://tamuct.instructure.com/

https://app.shadowhealth.com/

mailto:[email protected]



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Connect at 911Cellular [https://portal.publicsafetycloud.net/Texas-AM-Central/alert-management] to change where you receive your alerts or to opt out. By staying enrolled in 911Cellular, university officials can quickly pass on safety-related information, regardless of your location. COURSE INFORMATION Course Overview and Description: In this course, the aging process is examined with a focus on risk reduction, chronic disease

management and disease prevention in the older adult. The concept of healthy aging will be

explored. The course includes strategies for health promotion, health restoration, health

maintenance and life transitions of the older adult. Expected professional nurse competencies

in providing and directing culturally sensitive care of the older adult and their families across

the wellness/illness continuum will be emphasized.

Course Objectives:

By the end of this course the student will be able to assess health and wellness needs of the

older population, and analyze available resources for the elderly and their care givers.

Student Learning Outcomes: 1. Examine the underlying causes of physical changes associated with the aging process.

2. Explore the major psychological and sociological theories of aging.

3. Identify risk factors associated with aging that impact health and nursing care.

4. Comprehend the expected competencies of the professional nurse in providing care to

the older adult across the wellness/illness continuum.

5. Analyze strategies used in the health assessment, promotion, restoration, and

maintenance of the older adult.

6. Analyze the potential impact of the health care financial structure on the care of the

older adult.

Competency Goals Statements from The Essentials of Baccalaureate Education for Professional Nursing Practice, American Association of Colleges of Nursing (2008).

I. Liberal Education for Baccalaureate Generalist Nursing Practice II. Basic Organizational and Systems Leadership for Quality Care and Patient

Safety V. Healthcare Policy, Finance and Regulatory Environments VII. Clinical Prevention and Population Health.

IX. Baccalaureate Generalist Nursing Practice

https://portal.publicsafetycloud.net/Texas-AM-Central/alert-management


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Required Reading and Textbooks:

1. American Psychological Association. (2010). Publication manual of the American

Psychological Association (6th ed.). Washington, DC: American Psychological Association.

2. Touhy, T. A., & Jett, K. F. (2018). Ebersole and Hess’ gerontological nursing & healthy aging (5th ed.). St. Louis, MO: Elsevier. ISBN – 978-0-323-40167-8

3. Shadow Health Digital Clinical Experience (DCE) software. Purchase from the Bookstore or purchase online.

Students must create their accounts by visiting http://app.shadowhealth.com Helpful sites: Shadow Health Website: http://app.shadowhealth.com/ Link to Shadow Health Support: http://support.shadowhealth.com

Course Registration PIN for Students: June2019-4587-8627-0891-5244

Support can be reached via support.shadowhealth.com, through email at [email protected], or by calling (800) 860-3241.

COURSE REQUIREMENTS

Online Discussion - Meet and Greet Introduce yourself to your peers. Share as much (or as little) as you want to. Consider including your name, place of work, nursing specialty, where/when you obtained your ADN, and how many courses you have taken at TAMUCT. You may also include personal details such as spouse, children, pets, hobbies, etc. Please consider uploading a picture of yourself/family. Respond to at least 2 peers. (This is an ungraded assignment)

Module 1: Foundations of Healthy Aging

Associated student learning outcomes: 1. Examine the underlying causes of physical changes associated with the aging process.

2. Analyze strategies used in the health assessment, promotion, restoration, and maintenance of the older adult.

3. Comprehend the expected competencies of the professional nurse in providing care to the older adult across the wellness/illness continuum

Readings: Touhy & Jett (2018) Chapters 1-4 Module 1: Required submissions:

1. Meet and Greet Posting (ungraded)

http://app.shadowhealth.com/

http://app.shadowhealth.com/

http://support.shadowhealth.com



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2. Shadow Health DCE Orientation and Conversation Concept Lab. May be waived if completed in another Shadow Health course (ungraded).

3. Online Discussion 1 – Cross Cultural Care and Aging (100 points). Online Discussion 1 – Cross-Cultural Care and Aging Utilizing the information from chapter 2 in the textbook, discuss your personal beliefs regarding health and illness and explain how they fit into the three major classifications of health belief models. Propose 4 strategies that would be helpful in planning care for elders from different cultural/ethnic backgrounds. Respond to 2 peers. Note the different due dates and follow the rubric.

RUBRIC Online Discussion 1 - Cross-Cultural Care and Aging

Criteria for Evaluation 20 10 0

Make an initial post to the

discussion board by the due

date. Discuss your personal

beliefs regarding health and

illness and explain how your

beliefs fit into the three major

classifications of health belief

models. Propose four (4)

strategies that would be helpful

in planning care for elders from

different cultural/ethnic

backgrounds. References must

include the textbook.

Minimum 350 words (excluding

references).

The initial post meets

the criteria and

indicates depth of

analysis on the topic

and demonstrates

application of the

content.

The initial post is

superficial and does

not fully address the

topic. The post does

not fully meet the

criteria and/or it was

late.

No initial post

or initial post

was more than

24 hours late.

A minimum of 2 responses to

peers. Make comments

relevant. You may include

supporting rationale and/or

constructive suggestions and

ideas.

Minimum 150 words per

response (excluding

references).

2 or more complete

and relevant

responses to peers.

Less than 2 responses

and/or responses

were late and/or

responses were too

short/irrelevant.

No responses

to peers or

responses

were more

than 24 hours

late.


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No grammatical and/or spelling

errors in posts.

No grammatical or

spelling errors.

1-2 grammatical or

spelling errors in

posts.

3 or more

grammatical

or spelling

errors in posts.

In-text citations and references

are consistent with APA

guidelines. At least one

reference from the textbook.

In-text citations and

references are

consistent with APA

guidelines. Used the

textbook as a

reference

Did not use the

textbook as a

reference and/or

does not follow APA

guidelines for in-text

citations and

references.

No in-text

citations

and/or

references.

Discussions are conducted in a

courteous and respectful

manner.

Discussions were

conducted in a

courteous and

respectful manner.

The

discussions

were not

conducted in a

courteous and

respectful

manner.

Total 100 50 0

Module 2: Foundations of Gerontological Nursing

Associated student learning outcomes:

1. Comprehend the expected competencies of the professional nurse in providing care to the older adult across the wellness/illness continuum.

2. Analyze the potential impact of the health care financial structure on the care of the older adult.

Readings: Touhy & Jett (2018) Chapters 5-7 Module 2: Required submissions:

1. Paper 1 – The Healthcare Insurance Plans in Later Life (250 points)

Paper 1 – The Health Care Insurance Plans in Later Life

Utilizing the information from chapter 7 in the textbook, discuss the health care insurance plans in later life. Follow the rubric! Write this scholarly paper from the perspective of a professional caregiver who is educating an elderly patient. Important:


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You must use clear and simple terms aimed at educating an elderly person! You must use APA headings that correspond to the criteria in the rubric. The body of this paper should be a narrative of at least 3 pages and no more than 5 pages. Your paper must also have a cover page and a reference page. The cover page and the reference page are not counted in the 3-5 pages. Do not write an abstract. Follow the grading rubric for this assignment. Late assignments: Minus 25 points for 1-24 hours late Minus 50 points for 25-48 hours late Minus 75 points for 49-72 hours late Grade of 0 (zero) for assignments that are more than 3 days late.

RUBRIC Paper 1 - The Health Care Insurance Plans in Later Life

Criteria for Evaluation 25 12.5 0

An introductory paragraph

introduces the topic.

Introduction is clear

and concise.

The introduction is

superficial or does

not introduce the

topic.

No introduction.

Medicare Part A

Clear and concise

information aimed at

educating an older

patient.

Unclear information

and/or not aimed at

education an older

adult.

No information

about Medicare

Part A.

Medicare Part B

Clear and concise


educating an older

patient.

Unclear information

and/or not aimed at

education an older

adult.

No information

about Medicate

Part B.

Medicare Part C

Clear and concise


educating an older

patient.

Unclear information

and/or not aimed at

educating an older

adult.

No information

about Medicare

Part C

Medicare Part D

Clear and concise


educating an older

patient.

Unclear information

and/or not aimed at

educating an older

adult.

No information

about Medicare

Part D


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Medicaid

Clear and concise


educating an older

patient.

Unclear information

and/or not aimed at

educating an older

adult.

No information

about Medicaid

Conclusion summarizes the

purpose of the paper

Conclusion is clear

and concise

The conclusion is

superficial and/or

does not summarize

the purpose of the

paper.

No conclusion


errors

No grammatical

and/or spelling errors

1-2 grammatical or

spelling errors.

3 or more

grammatical or

spelling errors.






references are

consistent with APA


textbook as a

reference

Did not use the

textbook as a

reference and/or

does not follow APA


citations and

references.

No in-text

citations and/or

references.

APA cover page and reference

page. Body of the paper is 3-5

pages long and follows APA

guidelines. APA headings

match the criteria of the rubric

APA cover page and

reference page.

Body of the paper is

3-5 pages long and

follows APA

guidelines. APA

headings match the

criteria of the rubric

Some

missing/inaccurate

elements in cover

page, reference page,

or headings and/or

inaccurate paper

length.

Major

inaccuracies in

cover page,

reference page

and/or headings.

Total 250 125 0


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Module 3: Pain Management and Medication Safety Associated student learning outcomes:


2. Examine the underlying causes of physical changes associated with the aging process. 3. Identify risk factors associated with aging that impact health and nursing care. 4. Analyze strategies used in the health promotion, restoration, and maintenance of the

older adult. Readings: Touhy & Jett (2018) Chapters 8, 9, 13, 18 and 21 Module 3: Required Submissions:

1. Shadow Health DCE patient Edward Carter (100 points) 2. Online Discussion 2 – Medication Regimens in Older Adults (100 points)

Shadow Health DCE Log into your Shadow Health account and complete the assignment “Focused Exam: Pain”. The patient’s name is Edward Carter. Your DCE score in Shadow Health is your grade for this assignment. This is a 3-hour assignment that counts towards your “field work” hours. Late assignments are subject to a 10% grade reduction per day. If your work is more than 3 days late, you will receive a 0 (zero) for this assignment. Online Discussion 2 – Medication Regimens in Older Adults Use the textbook to discuss 2 nursing actions aimed at increasing patient compliance with safe medication regimens. Use the textbook and at least one peer-reviewed journal article to discuss evidence-based approaches to manage medication regimes for the older adult. Respond to 2 peers. Note the different due dates and follow the rubric.

RUBRIC Online Discussion 2 – Medication Regimens in Older Adults




date. Discuss 2 nursing

actions aimed at increasing

patient compliance with

safe medication regimens

in older adults. References

must include the textbook

and at least one peer-

reviewed article.

The initial post meets the

criteria and indicates depth of

analysis on the topic and

demonstrates application of

the content.

The initial post is

superficial and

does not fully

address the topic.

The post does not

fully meet the

criteria and/or it

was late.

No initial post or

initial post was

more than 24 hours

late.


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Minimum 350 words

(excluding references).

A minimum of 2 responses

to peers. Make comments



constructive suggestions

and ideas.


response (excluding

references).

2 or more complete and

relevant responses to peers.

Less than 2

responses and/or

responses were

late and/or

responses were too

short/irrelevant.

No responses to

peers or responses

were more than 24

hours late.

No grammatical and/or

spelling errors in posts.

No grammatical or spelling

errors.

1-2 grammatical or

spelling errors in

posts.

3 or more

grammatical or

spelling errors in

posts.


references are consistent

with APA guidelines. At

least one reference from

the textbook and one

reference from a peer-

reviewed article


references are consistent

with APA guidelines. Used

the textbook and one article

as references.

Did not use the

textbook as a

reference and/or

did not use an

article as a

reference or does

not follow APA

guidelines for in-

text citations and

references.

No in-text citations

and/or references.

Discussions are conducted

in a courteous and

respectful manner.

Discussions were conducted

in a courteous and respectful

manner.

The discussions

were not conducted

in a courteous and

respectful manner.

Total 100 50 0


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Module 4: Basic Needs – Mobility and Safety Associated student learning outcomes:



older adult. 5. Explore the major psychological and sociological theories of aging.

Readings: Touhy & Jett (2018) Chapters 14, 15, 16, 17, 22 Module 4: Required Submissions:

1. Shadow Health DCE patient Robert Hall (100 points) 2. Online Discussion 3 – Theoretical Frameworks (100 points)

Shadow Health DCE Log into your Shadow Health account and complete the assignment “Focused Exam: Mobility”. The patient’s name is Robert Hall. Your DCE score in Shadow Health is your grade for this assignment. This is a 3-hour assignment that counts towards your “field work” hours. Late assignments are subject to a 10% grade reduction per day. If your work is more than 3 days late, you will receive a 0 (zero) for this assignment. Online Discussion 3 – Theoretical Frameworks Utilizing the information from chapter 17 in the textbook, discuss one of the theoretical frameworks for chronic illness. Consider the framework you selected and illustrate it with a clear example. Make up a scenario that illustrates your understanding of the nurse’s role within this framework. Respond to 2 peers. Note the different due dates and follow the rubric.

RUBRIC Online Discussion 3 – Theoretical Frameworks




date. Discuss one of the

theoretical frameworks for

chronic illness. Consider the

framework you selected and

illustrate it with an example.

Make up a scenario that

illustrates your understanding


the criteria. It

indicates depth of

analysis of the topic

and demonstrates

application of the

content.

The initial post is




not fully meet the


late.

No initial post or

initial post was more

than 24 hours late.


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of the nurse’s role within this

framework.

References must include the

textbook.


references).






ideas.


response (excluding

references).

2 or more complete

and relevant

responses to peers.


and/or responses

were late and/or

responses were too

short/irrelevant.

No responses to peers

or responses were

more than 24 hours

late.


errors in posts.

No grammatical or

spelling errors.

1-2 grammatical or

spelling errors in

posts.

3 or more

grammatical or

spelling errors in

posts.






references are

consistent with APA


textbook as a

reference

Did not use the

textbook as a

reference and/or

does not follow APA


citations and

references.


and/or references.



manner.

Discussions were

conducted in a

courteous and

respectful manner.

The discussions were

not conducted in a

courteous and

respectful manner.

Total 100 50 0


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Module 5 – Basic Needs, Nutrition, Hydration and Elimination Associated student learning outcomes:




Readings: Touhy & Jett (2018) Chapters 10, 11, 12, 20 Module 5: Required Submissions:

1. Shadow Health DCE patient Patricia Young (100 points) Shadow Health DCE Log into your Shadow Health account and complete the assignment “Focused Exam: Infection”. The patient’s name is Patricia Young. Your DCE score in Shadow Health is your grade for this assignment. This is a 3-hour assignment that counts towards your “field work” hours. Late assignments are subject to a 10% grade reduction per day. If your work is more than 3 days late, you will receive a 0 (zero) for this assignment.

Module 6 – Sensory and Neurocognitive Disorders Associated student learning outcomes:




Readings: Touhy & Jett (2018) Chapters 4, 9, 19, 23, 24, and 25 Module 6: Required Submissions:

1. Shadow Health DCE patient Esther Park (100 points) 2. Paper 2 – Neurocognitive Disorders and Communication (250 points)


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Shadow Health DCE Log into your Shadow Health account and complete the assignment “Focused Exam: Cognition”. The patient’s name is Esther Park. Your DCE score in Shadow Health is your grade for this assignment. This is a 3-hour assignment that counts towards your “field work” hours. Late assignments are subject to a 10% grade reduction per day. If your work is more than 3 days late, you will receive a 0 (zero) for this assignment. Paper 2 – Neurocognitive Disorders and Communication

Read chapters 23 and 25 in your textbook. In a scholarly paper, discuss 3 appropriate communication techniques that can be used with patients who have neurocognitive disorders. Include an example of how each communication technique could be applied with elderly patients. You must use APA headings that correspond to the criteria in the rubric. The body of this paper should be a narrative of at least 3 pages and no more than 5 pages. Your paper must also have a cover page and a reference page. The cover page and the reference page are not counted in the 3-5 pages. Do not write an abstract. Follow the grading rubric for this assignment. Late assignments: Minus 25 points for 1-24 hours late Minus 50 points for 25-48 hours late Minus 75 points for 49-72 hours late Grade of 0 (zero) for assignments that are more than 3 days late.

RUBRIC Paper 2 – Neurocognitive Disorders and Communication

Criteria for Evaluation 31.25 points 15.625 points 0 points

An introductory paragraph

introduces the topic.

Introduction is clear

and concise.

The introduction is

superficial or does

not introduce the

topic.

No introduction.

An appropriate communication

technique for communicating

with patients who have

neurocognitive disorders is

discussed. An example is

included.

Clear and concise

information

regarding the topic

with a corresponding

example.

Unclear, vague or

insufficient

information and/or

missing example.

No relevant

information.


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A second appropriate

communication technique for

communicating with patients

who have neurocognitive

disorders is discussed. An

example that corresponds to

this technique is included.

Clear and concise

information

regarding the topic


example.

Unclear, vague or

insufficient

information and/or

missing example.

No relevant

information.

A third appropriate

communication technique for

communicating with patients

who have neurocognitive

disorders is discussed. An

example that corresponds to

this technique is included.

Clear and concise

information

regarding the topic


example.

.

Unclear, vague or

insufficient

information and/or

missing example.

No relevant

information.

Conclusion summarizes the

purpose of the paper

Conclusion is clear

and concise

The conclusion is

superficial and/or

does not summarize

the purpose of the

paper.

No conclusion


errors

No grammatical

and/or spelling errors

1-2 grammatical or

spelling errors.

3 or more

grammatical or

spelling errors.






references are

consistent with APA


textbook as a

reference

Did not use the

textbook as a

reference and/or

does not follow APA


citations and

references.

No in-text

citations and/or

references.

APA cover page and reference

page. Body of the paper is 3-5

pages long and follows APA

guidelines. APA headings

match the criteria of the rubric

APA cover page and

reference page.

Body of the paper is

3-5 pages long and

follows APA

Some

missing/inaccurate

elements in cover

page, reference page,

or headings and/or

Major

inaccuracies in

cover page,


15

guidelines. APA

headings match the

criteria of the rubric

inaccurate paper

length.

reference page

and/or headings.

Total 250 125 0

Module 7 – Mental Health and Substance Use in Older Adults Associated student learning outcomes:


2. Identify risk factors associated with aging that impact health and nursing care. 3. Analyze strategies used in the health promotion, restoration, and maintenance of the


Readings: Touhy & Jett (2018) Chapter 24 and two articles: Center for Behavioral Health Statistics and Quality. (2017). A day in the life of older adults: Substance use facts. Retrieved from https://www.samhsa.gov/data/sites/default/files/report_2792/ShortReport-2792.html Kuerbis, A., Sacco, P., Blazer, D. G., & Moore, A. A. (2014). Substance abuse among older adults. Clinics in Geriatric Medicine, 30(3), 629–654. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4146436/ Module 7: Required submissions:

1. Online Discussion 4 – Substance Use in Older Adults (100 points). Online Discussion 4 – Substance Use in Older Adults Utilizing the information from chapter 24 in the textbook and the information from the 2 articles provided, discuss substance use in older adults. Discuss the risk factors for substance use that are unique to the older adult. Discuss the barriers to treatment in the elderly population. Propose an approach to manage substance abuse in older adults. Respond to 2 peers. Note the different due dates and follow the rubric.

https://www.samhsa.gov/data/sites/default/files/report_2792/ShortReport-2792.html

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4146436/


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RUBRIC Online Discussion 4 – Substance Use in Older Adults




date. Discuss the risk factors

for substance use that are

unique to the older adult.

Discuss the barriers to

treatment in the elderly

population. Propose an

approach to manage substance

abuse in older adults.


textbook and both articles.


references).


the criteria and

indicates depth of


and demonstrates

application of the

content.

The initial post is




not fully meet the


late.

No initial post or


than 24 hours late.



relevant. You must include

feedback on the proposed

approach.

2 or more complete

and relevant

responses to peers.


and/or responses

were late and/or

responses were too

short/irrelevant.

No responses to

peers.


errors in posts.

No grammatical or

spelling errors.

1-2 grammatical or

spelling errors in

posts.

3 or more

grammatical or

spelling errors in

posts.



guidelines. References include

the textbook and both articles.


references are

consistent with APA


textbook and articles

as references

Did not use the

textbook as a

reference and/or did

not use both articles

as references and/or

does not follow APA


citations and

references.


and/or references.


17

Discussion was conducted in a


manner

Discussions were

conducted in a

courteous and

respectful manner.

The weekly discussion

were not conducted in

a courteous and

respectful manner.

Total 100 50 0

Module 8 – Transitions and End of Life Associated student learning outcomes:


2. Explore the major psychological and sociological theories of aging. Readings: Touhy & Jett (2018) Chapters 26-28 Module 8: Required submissions:

1. Shadow Health DCE patient Regina Walker (100 points) 2. Online Discussion 5 – End of Life (100 points).

Shadow Health DCE Log into your Shadow Health account and complete the assignment “Focused Exam: End of Life”. The patient’s name is Regina Walker. Your DCE score in Shadow Health is your grade for this assignment. This is a 3-hour assignment that counts towards your “field work” hours. Late assignments are subject to a 10% grade reduction per day. If your work is more than 3 days late, you will receive a 0 (zero) for this assignment. Online Discussion 5 – End of Life Read chapters 27 and 28. Explain the difference between euthanasia and palliative care. Discuss your thoughts on these concepts from the perspective of a health care professional. Conclude by discussing your thoughts on the topic from a patient’s (or patient’s relative) perspective. Respond respectfully to your peers. Respond to 2 peers. Note the different due dates and follow the rubric.


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RUBRIC Online Discussion 5 – End of Life



discussion board by the Initial

Post due date.

Explain the difference between

euthanasia and palliative care.

Provide your thoughts on these

concepts from the perspective

of a health care professional.

Provide your thoughts on the

topic from a patient’s (or

patient’s relative) perspective.


textbook.


references).


the criteria and

indicates depth of


and demonstrates

application of the

content.

The initial post is




not fully meet the


late.

No initial post or


than 24 hours late.






ideas.


response (excluding

references).

2 or more complete

and relevant

responses to peers.


and/or responses

were late and/or

responses were too

short/irrelevant.

No responses to peers

or responses were

more than 24 hours

late.


errors in posts.

No grammatical or

spelling errors.

1-2 grammatical or

spelling errors in

posts.

3 or more

grammatical or

spelling errors in

posts.




references are

consistent with APA

Did not use the

textbook as a

reference and/or


and/or references.


19




textbook as a

reference

does not follow APA


citations and

references.



manner.

Discussions were

conducted in a

courteous and

respectful manner.

The discussions were

not conducted in a

courteous and

respectful manner.

Total 100 50 0

Field Work

This course will require 15 hours of field work to meet the learning outcomes. The hours spent on the Shadow Health assignments will count as field work hours. In addition, the preparation time is also included in the total 15 hours.

Grades

All student grades will be posted in Canvas Grade book. Students should monitor their grades often and report discrepancies to the faculty. Grades from Shadow Health will be manually transferred to Canvas. Students can view their Shadow Health grade (DCE score) immediately after submitting the Shadow Health assignment. All grades will be posted in Canvas within 7 days following each assignment. 5 Discussions: 500 points (1/3 of total course grade) 5 Shadow Health Assignments: 500 points (1/3 of total course grade) 2 Papers: 500 points (1/3 of total course grade) Total possible points: 1,500

A grade of “C” or higher is needed to pass the course.

A (90-100%) 1350-1500 points

B (80-89%) 1200-1349 points

C (70-79%) 1050-1199 points

D (60-69%) 900-1049 points

F (59% and below) 899 points and below


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COURSE OUTLINE AND CALENDAR

Module Assignment Due Date

1 Meet and Greet Posting June 7

Shadow Health DCE Orientation and Conversation Lab June 7

Discussion 1 – Cross-Cultural June 7

Discussion Responses June 9

2 Paper 1 – Health Care Insurance Later in Life

June 16

3 Discussion 2 – Medication Regimen in Older Adults June 21


DCE – Pain, Edward Carter June 23

4 Discussion 3 – Theoretical Frameworks June 28


DCE – Mobility, Robert Hall June 30

5 DCE – Infection, Patricia Young July 7

6 DCE – Cognition, Esther Park July 14

Paper 2 – Neurocognitive Disorders and Communication

July 14

7 Discussion 4 – Substance Use July 19

Discussion Responses July 21

8 DCE – End of Life July 24

Discussion 5 – End of Life July 24

Discussion Responses July 26

Field Work (15 hours)

Course Evaluation, BLUE July 29

IMPORTANT UNIVERSITY DATES

May 31, 2019

Deadline for Tuition and Fee Payments (10-, 8-, and First 5-Week Classes)

May 31, 2019

Minimester ends

June 3, 2019 Add, Drop, and Late Registration Begins for 10-, 8- and First 5-Week Classes. $25 fee assessed for late registrants.

June 3, 2019 Classes Begin for First 5-, 10-, and 8-Week Session


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June 6, 2019 Deadline to Drop First 5-Week Classes with No Record

June 10, 2019

Deadline to Drop 8-Week Classes with No Record

June 18, 2019

Deadline to Drop 10-Week Classes with No Record

June 21, 2019

Deadline to Drop First 5-Week Classes with a Quit (Q) or Withdraw (W)

June 21, 2019

Student End of Course Survey Opens (First 5-Week Classes)

July 1, 2019 Deadline for Teacher Education and Professional Certification Applications (i.e. Principal, Reading Specialist, etc.)

July 4, 2019 Independence Day (University Closed)

July 5, 2019 Classes End for First 5-Week Session

July 5, 2019 Deadline for Graduation Application for Summer Ceremony Participation

July 5, 2019 Deadline to Withdraw from the University for First 5-Week Classes

July 8, 2019 Add, Drop, and Late Registration Begins for Second 5-Week Classes. $25 fee assessed for late registrants.

July 8, 2019 Classes Begin Second 5-Week Session

July 8, 2019 Student End of Course Survey Opens (First 5-Week Classes)

July 9, 2019 Deadline for Faculty Submission of First 5-Week Final Class Grades (due by 3pm)

July 11, 2019 Deadline to Drop Second 5-Week Classes with No Record

July 12, 2019 Deadline to Drop 8-Week Classes with a Quit (Q) or Withdraw (W)

July 12, 2019 Deadline for Final Committee-Edited Theses with Committee Approval Signatures to Office of Graduate Studies for Summer Semester

July 12, 2019 Student End of Course Survey Opens (8-Week Classes)

July 19, 2019 Deadline to Drop 10-Week Classes with a Quit (Q) or Withdraw (W)

July 26, 2019 Classes End for 8-Week Session

July 26, 2019 Deadline to Drop Second 5-Week Classes with a Quit (Q) or Withdraw (W)

July 26, 2019 Deadline to Withdraw from the University for 8 -Week Classes

July 26, 2019 Student End of Course Survey Opens (10- and Second 5-Week Classes)


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July 29, 2019 Student End of Course Survey Closes (8-Week Classes)

July 30, 2019 Deadline for Faculty Submission of 8-Week Final Class Grades (due by 3pm)

August 1, 2019

Deadline for GRE/GMAT Scores to Office of Graduate Studies

August 9, 2019

Classes End for 10- and Second 5-Week Sessions

August 9, 2019

Deadline for Applications for $1,000 Tuition Rebate for Summer Graduation (5pm)

August 9, 2019

Deadline for Summer Degree Conferral Applications to the Registrar’s Office. $20 Late Application Fee.

August 9, 2019

Deadline to Withdraw from the University for 10- and Second 5-Week Classes

August 10, 2019

Commencement Ceremony Bell County Expo Center (TBD)

August 12, 2019

Student End of Course Survey Closes (10- and Second 5-Week Classes)

TECHNOLOGY REQUIREMENTS AND SUPPORT This course will use the TAMUCT Canvas Learn learning management system for class communications, content distribution, and grades. Logon to https://tamuct.Canvas.com to access the course. Username: Your MyCT username (xx123 or everything before the "@" in your MyCT e-mail address) Initial password: Your MyCT password For this course, you will need reliable and frequent access to a computer and reliable internet connection. Shadow Health will be used for practice with the physical assessment skills and testing. Shadow Health works best with Firefox, or Chrome if you will be using the “Speech to Text” function. Canvas will also work well in Firefox and Chrome. Canvas Support.

Use the Canvas Help link, located at the bottom of the left-hand menu, for issues with Canvas. You can select “Chat with Canvas Support,” submit a support request through “Report a Problem,” or call the Canvas support line: 1-844-757-0953. For issues related to course content and requirements, contact your instructor.


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Other Technology Support For log-in problems, students should contact Help Desk Central. 24 hours a day, 7 days a week:

Email: [email protected] Phone: (254) 519-5466 Web Chat: [http://hdc.tamu.edu]

Please let the support technician know you are an A&M-Central Texas student.

Shadow Health Help Desk

M-F 9 am to 6 pm ET

Sat-Sun 12 pm – 9 pm ET

800-860-3241

https://support.shadowhealth.com/hc/en-

us?flash_digest=b29b6f1fa859bd352ea86a1d4ca357341c3d6e33

UNIVERSITY RESOURCES, PROCEDURES, AND GUIDELINES Drop Policy. If you discover that you need to drop this class, you must complete a Drop Request Form

[https://www.tamuct.edu/registrar/docs/Drop_Request_Form.pdf].

Professors cannot drop students; this is always the responsibility of the student. The Registrar’s

Office will provide a deadline on the Academic Calendar for which the form must be completed,

signed and returned. Once you return the signed form to the Registrar’s Office, you must go

into Warrior Web and confirm that you are no longer enrolled. If you still show as enrolled,

FOLLOW-UP with the Registrar’s Office immediately. You are to attend class until the procedure

is complete to avoid penalty for absence. Should you miss the drop deadline or fail to follow the

procedure, you will receive an F in the course, which may affect your financial aid and/or VA

educational benefits.

Academic Integrity. Texas A&M University -Central Texas values the integrity of the academic enterprise and strives

for the highest standards of academic conduct. A&M-Central Texas expects its students, faculty,

and staff to support the adherence to high standards of personal and scholarly conduct to

preserve the honor and integrity of the creative community. Academic integrity is defined as a

commitment to honesty, trust, fairness, respect, and responsibility. Any deviation by students

from this expectation may result in a failing grade for the assignment and potentially a failing

grade for the course. Academic misconduct is any act that improperly affects a true and honest

evaluation of a student’s academic performance and includes, but is not limited to, cheating on

an examination or other academic work, plagiarism and improper citation of sources, using

another student’s work, collusion, and the abuse of resource materials. All academic


http://hdc.tamu.edu/

https://support.shadowhealth.com/hc/en-us?flash_digest=b29b6f1fa859bd352ea86a1d4ca357341c3d6e33

https://support.shadowhealth.com/hc/en-us?flash_digest=b29b6f1fa859bd352ea86a1d4ca357341c3d6e33

https://www.tamuct.edu/registrar/docs/Drop_Request_Form.pdf


24

misconduct concerns will be reported to the university’s Office of Student Conduct. Ignorance

of the university’s standards and expectations is never an excuse to act with a lack of integrity.

When in doubt on collaboration, citation, or any issue, please contact your instructor before

taking a course of action.

For more information regarding the Student Conduct process,

[https://tamuct.campuslabs.com/engage/organization/tamuct-student-conduct-panel]. If you

know of potential honor violations by other students, you may submit a report,

[https://cm.maxient.com/reportingform.php?TAMUCentralTexas&layout_id=0].

Academic Accommodations. At Texas A&M University-Central Texas, we value an inclusive learning environment where

every student has an equal chance to succeed and has the right to a barrier-free education. The

Office of Access and Inclusion is responsible for ensuring that students with a disability receive

equal access to the university’s programs, services and activities. If you believe you have a

disability requiring reasonable accommodations please contact the Office of Access and

Inclusion, WH-212; or call (254) 501-5836. Any information you provide is private and

confidential and will be treated as such.

For more information please visit our Access & Inclusion web page

[https://www.tamuct.edu/student-affairs/access-inclusion.html].

Important information for Pregnant and/or Parenting Students.

Texas A&M University-Central Texas supports students who are pregnant and/or parenting. In

accordance with requirements of Title IX and related guidance from US Department of

Education’s Office of Civil Rights, the Dean of Student Affairs’ Office can assist students who are

pregnant and/or parenting in seeking accommodations related to pregnancy and/or parenting.

Students should seek out assistance as early in the pregnancy as possible. For more

information, please visit the Student Affairs web page [https://www.tamuct.edu/student-

affairs/index.html]. Students may also contact the institution’s Title IX Coordinator. If you

would like to read more about these requirements and guidelines online, please visit the

website [http://www2.ed.gov/about/offices/list/ocr/docs/pregnancy.pdf].

Title IX of the Education Amendments Act of 1972 prohibits discrimination on the basis of sex

and gender–including pregnancy, parenting, and all related conditions. A&M-Central Texas is

able to provide flexible and individualized reasonable accommodation to pregnant and

parenting students. All pregnant and parenting students should contact the Associate Dean in

the Division of Student Affairs at (254) 501-5909 to seek out assistance. Students may also

contact the University’s Title IX Coordinator.

https://tamuct.campuslabs.com/engage/organization/tamuct-student-conduct-pane

https://cm.maxient.com/reportingform.php?TAMUCentralTexas&layout_id=0

https://www.tamuct.edu/student-affairs/access-inclusion.html

https://www.tamuct.edu/student-affairs/index.html

http://www2.ed.gov/about/offices/list/ocr/docs/pregnancy.pdf


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Tutoring. Tutoring is available to all A&M-Central Texas students, both on-campus and online. Subjects

tutored on campus include Accounting, Advanced Math, Biology, Finance, Statistics,

Mathematics, and Study Skills. Tutors are available at the Tutoring Center in Warrior Hall, Suite

111.

If you have a question regarding tutor schedules, need to schedule a tutoring session, are

interested in becoming a tutor, or have any other question, contact Academic Support

Programs at (254) 519-5796, or by emailing Dr. DeEadra Albert-Green at

[email protected].

Chat live with a tutor 24/7 for almost any subject from on your computer! Tutor.com is an

online tutoring platform that enables A&M-Central Texas students to log in and receive FREE

online tutoring and writing support. This tool provides tutoring in over 40 subject areas. Access

Tutor.com through Canvas.

University Writing Center. Located in Warrior Hall 416, the University Writing Center (UWC) at Texas A&M University–Central Texas (TAMUCT) is a free workspace open to all TAMUCT students from 10:00 a.m.-5:00 p.m. Monday thru Thursday with satellite hours in the University Library Monday thru Thursday from 6:00-9:00 p.m. This semester, the UWC is also offering online only hours from 12:00-3:00 p.m. on Saturdays.

Tutors are prepared to help writers of all levels and abilities at any stage of the writing process. While tutors will not write, edit, or grade papers, they will assist students in developing more effective composing practices. By providing a practice audience for students’ ideas and writing, our tutors highlight the ways in which they read and interpret students’ texts, offering guidance and support throughout the various stages of the writing process. In addition, students may work independently in the UWC by checking out a laptop that runs the Microsoft Office suite and connects to WIFI, or by consulting our resources on writing, including all of the relevant style guides. Whether you need help brainstorming ideas, organizing an essay, proofreading, understanding proper citation practices, or just want a quiet place to work, the UWC is here to help!

Students may arrange a one-on-one session with a trained and experienced writing tutor by visiting the UWC during normal operating hours (both half-hour and hour sessions are available) or by making an appointment via WCOnline. In addition, you can email Dr. Bruce Bowles Jr. at [email protected] if you have any questions about the UWC and/or need any assistance with scheduling.

University Library. The University Library provides many services in support of research across campus and at a

distance. We offer over 200 electronic databases containing approximately 250,000 eBooks and

82,000 journals, in addition to the 85,000 items in our print collection, which can be mailed to


https://tamuct.mywconline.com/



26

students who live more than 50 miles from campus. Research guides for each subject taught at

A&M-Central Texas are available through our website to help students navigate these

resources. On campus, the library offers technology including cameras, laptops, microphones,

webcams, and digital sound recorders.

Research assistance from a librarian is also available 24 hours a day through our online chat

service, and at the reference desk when the library is open. Research sessions can be scheduled

for more comprehensive assistance and may take place on Skype or in-person at the library.

Assistance may cover many topics, including how to find articles in peer-reviewed journals, how

to cite resources, and how to piece together research for written assignments.

Our 27,000-square-foot facility on the A&M-Central Texas main campus includes student

lounges, private study rooms, group workspaces, computer labs, family areas suitable for all

ages, and many other features. Services such as interlibrary loan, TexShare, binding, and

laminating are available. The library frequently offers workshops, tours, readings, and other

events. For more information, please visit our Library website

[http://tamuct.libguides.com/index].

A Note about Sexual Violence at A&M-Central Texas Sexual violence is a serious safety, social justice, and public health issue. The university offers

support for anyone struggling with these issues. University faculty are mandated reporters, so if

someone discloses that they were sexually assaulted (or a victim of Domestic/Dating Violence

or Stalking) while a student at TAMUCT, faculty members are required to inform the Title IX

Office. If you want to discuss any of these issues confidentially, you can do so through Student

Counseling (254-501-5955) located on the second floor of Warrior Hall (207L).

Sexual violence can occur on our campus because predators often feel emboldened, and

victims often feel silenced or shamed. It is incumbent on ALL of us to find ways to actively

create environments that tell predators we don’t agree with their behaviors and tell survivors

we will support them. Your actions matter. Don’t be a bystander; be an agent of change. For

additional information on campus policy and resources visit the Title IX webpage

[https://www.tamuct.edu/departments/compliance/titleix.php].

INSTRUCTOR POLICIES Copyright Notice. Students should assume that all course material is copyrighted by the respective author(s). Reproduction of course material is prohibited without consent by the author and/or course instructor. Violation of copyright is against the law and Texas A&M University-Central Texas’

https://tamuct.libguides.com/index

https://www.tamuct.edu/departments/compliance/titleix.php


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Code of Academic Honesty. All alleged violations will be reported to the Office of Student Conduct. Copyright. (2019) by Nina Jackson at Texas A&M University-Central Texas, (College of Arts & Sciences); 1001 Leadership Place, Killeen, TX 76549; 210(843-6338); Fax 254-(254-519-8017ents. For more information, please visit our Library website [https://tamuct.libguides.com/].

https://tamuct.libguides.com/

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